Learning and instruction

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TITLE_DISPLAY:

Learning and instruction

PERSONAL_AUTHOR:

Mayer, Richard E., 1947-

PUBLICATION_INFO:

Upper Saddle River, N.J. : Merrill, c2003.

FORMAT:

Libros

PHYSICAL_DESC:

xi, 516 p. : ill. ; 24 cm.

SUBJECT_TERM:

Educational psychology.

Teaching.

Learning.

ISBN:

9780130983961

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How do people learn? How can instruction promote learning? This new book by a noted scholar thoroughly and succinctly answers these two fundamental educational psychology questions. The author focuses on the Â bigÂ ideas, preferring that readers understand a few exemplary ideas deeply, rather than numerous ideas superficially. The book uses clear definitions, concrete examples, and a conversational writing style that easily engages readers by addressing them directly. Coverage is organized around two Â sidesÂ of the educational Â coin: Â learning in subject areas and instructional methods that foster meaningful learning; and explaining what research says about the learning/teaching process. For professionals in the field of Education Psychology.

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Chapter 1 Introduction to Learning and Instruction	p. 1
Wild Boy	p. 2
What Is Educational Psychology?	p. 4
A Brief History of the Relationship Between Psychology and Education	p. 9
A Closer Look at the Learner-Centered Approach	p. 14
How to Foster Meaningful Learning	p. 19
What Is the Promise of Educational Psychology?	p. 24
Chapter Summary	p. 26
Section I Learning	p. 29
Chapter 2 Learning to Read Fluently	p. 30
The Problem of Reading a Word	p. 32
Recognizing Phonemes	p. 36
Decoding Words	p. 43
Accessing Word Meaning	p. 55
Sentence Integration	p. 62
Chapter Summary	p. 69
Chapter 3 Learning to Read for Comprehension	p. 72
Effort After Meaning	p. 74
Schema Theory	p. 77
Using Prior Knowledge	p. 80
Using Prose Structure	p. 87
Marking Inferences	p. 95
Using Metacognitive Knowledge	p. 100
Building a Reading Comprehension Program That Works	p. 109
Chapter Summary	p. 110
Chapter 4 Learning to Write	p. 112
The Storytelling Problem	p. 114
Cognitive Processes in Writing	p. 116
Planning	p. 120
Translating	p. 125
Reviewing	p. 133
Building a Writing Program That Works	p. 138
Chapter Summary	p. 144
Chapter 5 Learning Mathematics	p. 146
What Do You Need to Know to Solve Math Problems?	p. 148
Problem Translation	p. 152
Problem Integration	p. 157
Solution Planning and Monitoring	p. 169
Solution Execution	p. 179
Chapter Summary	p. 188
Chapter 6 Learning Science	p. 190
The Intuitive Physics Problem	p. 192
Recognizing Anomalies: Discarding a Misconception	p. 194
Initiating Conceptual Change: Constructing a New Conception	p. 205
Developing Scientific Reasoning: Using a New Conception	p. 213
Building Scientific Expertise: Learning to Build and Use Scientific Knowledge	p. 226
Chapter Summary	p. 234
Section II Instruction	p. 237
Chapter 7 Teaching by Giving Productive Feedback	p. 238
A Response Learning Task	p. 240
The Law of Effect	p. 242
How Do Classroom Management Techniques Affect Classroom Behavior?	p. 246
How Do Rewards Affect Classroom Activities?	p. 252
How Does Feedback Affect Response Learning?	p. 256
How Does Feedback Affect Concept Learning?	p. 260
How Does Feedback Affect Skill Learning?	p. 267
Chapter Summary	p. 271
Chapter 8 Teaching by Providing Concreteness, Activity, and Familiarity	p. 274
The Parallelogram Problem	p. 276
Concrete Methods	p. 278
Discovery Methods	p. 287
Inductive Methods	p. 298
Chapter Summary	p. 303
Chapter 9 Teaching by Explaining Examples	p. 306
Introduction	p. 308
Worked-Out Examples	p. 309
Case-Based Learning	p. 319
Chapter Summary	p. 323
Chapter 10 Teaching by Guiding Cognitive Processes During Learning	p. 326
How to Improve a Textbook Lesson	p. 328
Cognitive Theory of Instruction	p. 329
Adjunct Questions	p. 332
Signaling	p. 338
Advance Organizers	p. 348
Chapter Summary	p. 358
Chapter 11 Teaching by Fostering Learning Strategies	p. 360
How to Turn a Passive Learning Task into an Active Learning Task	p. 362
Mnemonic Strategies	p. 364
Structure Strategies	p. 370
Generative Strategies	p. 386
Chapter Summary	p. 395
Chapter 12 Teaching by Fostering Problem-Solving Strategies	p. 398
Can Problem-Solving Skills Be Taught?	p. 400
What Makes an Effective Problem-Solving Program?	p. 401
Productive Thinking Program	p. 413
Instrumental Enrichment	p. 417
Project Intelligence	p. 421
The Case for Improving Problem-Solving Skills Instruction	p. 424
Chapter Summary	p. 426
Chapter 13 Teaching by Creating Cognitive Apprenticeship in Classrooms	p. 428
Introduction	p. 430
Learning in and out of School	p. 434
Traditional and Cognitive Apprenticeship	p. 437
Reciprocal Teaching	p. 440
Cooperative Learning	p. 444
Participatory Modeling	p. 450
Chapter Summary	p. 454
Chapter 14 Teaching by Priming Students' Motivation to Learn	p. 456
Introduction	p. 458
Motivation Based on Interest	p. 461
Motivation Based on Self-Efficacy	p. 469
Motivation Based on Attributions	p. 475
Chapter Summary	p. 481
References	p. 483
Credits	p. 504
Author Index	p. 508
Subject Index	p. 511

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